scholarly journals An Analysis of the Contents Related to the Multicultural Education in Elementary School Subject: 'Pleasant Life' based on the 2007 Revised National Curriculum

2012 ◽  
Vol 24 (4) ◽  
pp. 574-590
Author(s):  
Han-Sook Park
Keyword(s):  
Elementary School ◽  
Multicultural Education ◽  
National Curriculum ◽  
School Subject

(Re)organizing the music curriculum as multicultural music education

2021 ◽  
pp. 025576142098621
Author(s):  
Alethea Cassandra de Villiers
Keyword(s):  
Music Education ◽  
Multicultural Education ◽  
National Curriculum ◽  
Compulsory Education ◽  
Social Institutions ◽  
Cultural Hegemony ◽  
Multicultural Music Education ◽  
Learning And Teaching ◽  
Western Art ◽  
Policy Attitudes

Cultural hegemony permeates society and is spread through social institutions. These institutions socialize people into the norms, values and beliefs of the dominant social groups. Moreover, cultural hegemony is spread and perpetuated through education in the form of compulsory education, a national curriculum, national assessments, as well as the hidden curriculum. The cultural hegemony of Western Art Music is established as the standard of music making and is institutionalized in education systems, national curricula and national assessment practices because it is inherent in ideologies and decision making. To counter the dominant hegemony, multicultural education philosophies have been adopted in democracies. The purpose of multicultural education is to change the dominant hegemony and bring about transformation in policy, attitudes, curriculum, assessment, the language of instruction, and strategies for learning and teaching. In this article, I discuss and compare music curricula from South Africa and Australia to determine how multiculturalism is manifested in the curriculum content for music in schools. I also suggest possible frameworks for curriculum developers in democracies to consider, which would subvert the status quo and establish a counter-hegemony.

scholarly journals Multicultural-Based Curriculum Conception

AL MURABBI ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 87-102
Author(s):  
Asmuki ◽  
Achmad Yusuf ◽  
Abdul Aziz
Keyword(s):  
Multicultural Education ◽  
National Curriculum ◽  
Child Psychology ◽  
School Curriculum ◽  
Education Curriculum ◽  
World Science ◽  
Library Research ◽  
Points Of View ◽  
Relevance Principle

This study aims to describe about 1) Classification of multicultural-based curriculum in various points of view, (2) Principles and Principles of multicultural-based education curriculum preparation. This research is designed in the form of library research. The results of this study concluded that (1) classification of Multicultural Based Curriculum from three points of view, namely First: Concept and Implementation Perspective is classified into 3 namely (a) Ideal Curriculum (b) Factual Curriculum, and (c) Hidden Curriculum. Second: The Structure and Subject Matter Perspective is classified into 4 i.e. (a) Sparated Curriculum. (b) Broad Fields Curriculum (c) and. (4) Integrated Curriculum. Third: The Scope of Use perspective is classified into 3 i.e. (a) national curriculum, (b) state curriculum,(c) and school curriculum.  (2) Principles in designing a multicultural-based curriculum namely (a) The Principle of Child Psychology, (b) the Principle of National Sociology, (c) the Principle of Development of World Science and Technology, and (d) the Principle of Pancasila as the Philosophy of the Nation. While the Principles of Curriculum Preparation in Multicultural Education include: (a) relevance principle, (b) flexibility, (c) continuity, (d) efficient, and (e) effective.

Sign in / Sign up

Export Citation Format

Share Document